Anti-stigma programs have exploded in the United States as well as across
the world in the past decade. Now needed is a more strategic approach to stigma
change, consideration of evaluation strategies that demonstrate its effectiveness.
Community Based Rehabilitation for Children with Disabilities: Good Practices and Lessons from Save the Children Norway Ethiopia Programme Intervention
Evaluation of Norwegian support to promote the rights of persons with disabilities, Uganda country study – Summary
The Open Infectious Diseases Journal, 2010, 4, 33-37
INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in... emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish
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A scale to measure (social) participation for use in rehabilitation, stigma reduction and social integration programmes
PLoS Medicine Vol. 6 no. 10 (2009) e1000165
Practices, challenges and the future implications for all stakeholders
This document addresses the issue of the medical and rehabilitative care of persons with physical disabilities. It is understood that this policy is to be integrated with the policy documents of other advisory working groups. It should also be emphasised that the physical disability work of CBM occu...rs within the context of CBM’s Disability and Development Policy, with a human rights perspective and working toward full inclusion of people with disabilities within
their society.
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Research
Emerging Infectious Diseases Vol. 12, No. 5, May 2006
The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important... to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.
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UNAIDS/10.03E / JC1767E (English original, March 2010) ISBN 978 92 9 173849 6